This paper explores the connection between nurses' multilingual beliefs and their advice on multilingual parenting to families with young children. Data was gathered through video-stimulated reflection dialogues with 11 nurses employed at infant welfare clinics in Belgium. Our analysis disclosed two salient counter topics regarding participants'…

Recent research has highlighted the critical role in children's cognitive development of the metacognitive support parents give their children during everyday interactions. Our main goal was to examine whether parents made consistent use of metacognitive talk across different parent - child interaction contexts and to document the effect of this…

In response to the increasing linguistic diversity in educational settings resulting from migration waves into the Global North, this study delves into the beliefs of secondary teachers regarding multilingualism within predominantly monolingual policy schools in Flanders, Belgium. Despite the recognized benefits of multilingual pedagogies,…

This article reviews the methodologies used in 76 empirical studies conducted on creative thinking in primary school education and published between 2011 and 2021. The studies were analysed for their context, foci of investigation and the methodologies used. Each study was coded and analysed quantitatively and qualitatively. The findings are…

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…

One possible way of evaluating set curricula is to examine the consistency of study programmes with students' psycho-cognitive development. Three theories were used to evaluate matching between developmental theories and content proposed in the mathematics programmes (geometry section) for primary and the beginning of secondary education. These…

Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early…

Background: Children with 22q11.2 deletion syndrome (22q11.2DS) are reported to have socio-communicative impairments. Although many of these children are diagnosed with intellectual disability (ID) and/or autism spectrum disorder (ASD), these populations are seldom used as control groups. Hence, information regarding syndrome-specific…

Background: The aim of this study was to examine the degree to which children with intellectual disability (ID) depend on manual signs during their expressive vocabulary acquisition, in relation to child and social-environmental characteristics. Method: Expressive vocabulary acquisition in speech and manual signs was monitored over a 2-year period…

Across Europe we can observe the reinforcement of monolingual education policies, despite increasing multilingualism. Recent research has shown that the emphasis is on language proficiency in the socially dominant language. This is viewed as the key to educational success. The use of other languages or linguistic repertoires is not valued in…

This paper investigates the effects of Content and Language Integrated Learning, CLIL for short, on both the attainment of the subject matter, mathematics in our case, hence the content aspect of CLIL. The second axes of research focuses on the effect of CLIL on the learners' proficiency vis-à-vis the language of instruction, epitomized here by…

The distinction between quantitative and qualitative differences in mastery is essential when monitoring student progress and is crucial for instructional interventions to deal with learning difficulties. Mixture item response theory (IRT) models can provide a convenient way to make the distinction between quantitative and qualitative differences…

Various measures have been used to investigate number processing in children, including a number comparison or a number line estimation task. The present study aimed to examine whether and to which extent these different measures of number representation are related to performance on a curriculum-based standardized mathematics achievement test in…

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of…

Using two experiments, the authors examined the extent to which the scientific thinking circle can be used as heuristics to support scientific thinking in a classroom of children between the ages of 3 and 9 years old. To do this, the authors asked the children to build a bridge, raft, or electrical circuit using the material available to them.…